AppendixE: School Visits by the Task and Finish Group Contents 1. CRANFORD COMMUNITY COLLEGE ...................................................................................... 1 2. CHISWICK SCHOOL ................................................................................................................. 6 3. BRENTFORD SCHOOL FOR GIRLS ...................................................................................... 10 4. HOUNSLOW HEATH INFANT AND NURSERY SCHOOL ...................................................... 13 5. WELLINGTON PRIMARY SCHOOL ........................................................................................ 17 6. THE HEATHLAND SCHOOL ................................................................................................... 20 7. ISLEWORTH AND SYON SCHOOL FOR BOYS ..................................................................... 24 8. ST MARY'S CATHOLIC PRIMARY SCHOOL .......................................................................... 28 9. ORIEL ACADEMY, WEST LONDON. ...................................................................................... 31 1. CRANFORD COMMUNITY COLLEGE Date of visit 2 November 2016 Time 9:00 -11.30 Meetings/ Alan Fraser (Assistant Headteacher); observations Kevin Biggs (Senior Teacher) Girls Rugby-Period 0 Parkour panel W Factor panel Sports Leaders Panel Discussion Head PE and Deputy Head ASD center Delegation Cllr Samia Chaudhary Cllr Linda Green T Jaroszynski Summary Cranford Community College is a secondary school with academy status in the London Borough of Hounslow. This independent school serves 1428 girls and boys and has been rated as ‘Outstanding by Ofsted’. The Task and Finish Group were interested in visiting this school due to its innovative practice around Period 0, school leaders and W factor as well as the school’s commitment to promote physical activity. On 16 November 2016, Councillor Samia Chaudhary and Cllr Linda Green conducted a school visit on behalf of the Task and Finish Group. The engaged with three groups of young people from across the school and observed some activities. On behalf of the Task and Finish group, the Councillors lauded the commitment of Cranford Community College leadership, staff and sports leaders to promoting sport and physical activity. The group was excited by the innovation of Period 0 And W factor and the vast array of extra curriculum physical activities, clubs and events as well as the commitment to listening to the voices of young people in selecting activities. They also commended the staff and leadership in working hard to develop and maintain partnerships to facilitate activities School Visit Appendix Page 1 and look forward to hearing how the Period 0 will be developed and extra curricula activities monitored to further improve physical activity uptake by students. The Task and Finish Group would like to thank Alan Fraser, Kevin Biggs and the young men and women that met with us and articulated the school’s activities as well as the barriers young people face in becoming more active. Feedback from visit Alan Fraser the Deputy Head Teacher at Cranford Community College organised an exciting programme for the T&F Group. The T&F Group were invited to the Airdome1 and full size 3G pitch at Cranford Community College to observe the Girl’s Wellbeing and Rugby Session. This forms an activity of Period 0 session which is an innovation started in September 2016. From 8:00-9:20 each day young people can participate in extra curriculum activities such as basketball or art, music and drama. Some activities are facilitated by Sports Leaders. The Girl’s Wellbeing and Rugby Session run by London Welsh is a 4 week course which consists of a 30 minutes session looking at the core values of rugby followed by a practical coaching session. In the observed session, the girl had learnt about team work and communication. We met two of the Year 11 girls who wanted to develop girls’ rugby in the school and had initiated the programme. The T&F Group observed the rugby and noted the various ages of the 12 participants. We were able to chat to Alan about some of the issues that young Muslim girls face in engaging in extra curriculum activity. He noted that the girls struggle to join clubs as many parents worry about them staying after dark. Having sessions in the morning has enabled these girls to participate. Alan indicated that they had worked with the local Muslim leaders to identify how they might promote physical activity for children and now there is a Sunday morning football session hosted by the Mosque. Following the session, we asked the girls who ranged from Year 8 to Year 11 about the Rugby. They said they really enjoyed it because it was “fun”, “we work as a team” and “social”. They also noted that rugby is considered a “boy’s sport” and this group shows that “We can play too”. The girls told us about the other activities that they’re involved in. When questioned about the barriers to physical activity, one girl mentioned that her parents are worried that her shoulders get too broad with rugby, this seemed to reflect culturally appropriate gender roles and physical appearances. We were also able to meet nine students Parkour which a 6 week programme run on equipment in Avenue Park. Parkour developed from military obstacle course training. They participants spoke about how the sessions helped them to “get the worries off” and focus on their body. They said that they become resilient as they tried out different challenges. They had to be “brave”, resilient” and “awake”. After the session the teachers commented on how they had identified inactive children, those form the ASD centre and those lacking in confidence or language skills. They noted that the Parkour sessions helped build confidence and resilience and they had seen real change in some of the children. When question on what local government might do, the student mentioned providing opportunities for more try-outs and events. The next group of nine students told us about the activities they engaged in during W Factor. W Factor is a period on Wednesday afternoon where students choose from a range of innovative and non-traditional activities including rowing, mindfulness, sport, street dancing, golf and many others. This is only available up until Year 9. It indicates a commitment to providing a variety of choice for those that are not necessarily ‘sporty’. It also notes the connection between mind and body and its connection to well-being and life-long learning and physical activity. This group all indicated that they all do more than 1 hour of physical activity a day and when asked why their friends might not participate in physical activity they said “laziness”. The Year 10 boys also told us about how the prioritise the schedules and time in order to make time for sport and physical activities. One boy mentioned that he works during breaks so that he has time for his sports. We were very excited to meet with the very articulate and inspiring Sports Leaders. Four of the Sports Leaders had sports leadership coaching programme delivered by Sports Impact and Motivate Hounslow/ Brentford Community Trust. Another two were apart to start their coaching training. These sports leaders volunteer to lead, coach and referee sports activities on the school site and in other boroughs. Two of the leaders had even submitted an application for funding and will be running walking football with funds they received form Big Local. 1 Read more at here School Visit Appendix Page 2 The sports leaders noted that there are differences between the boroughs to which they have been exposed. They noted that in Twickenham and Richmond parents are more involved and supportive in the coaching in comparison to Ealing and Hounslow. They tend to stay to encourage their children. When asked what the ingredients of success are they said that it was supportive and inspiring mentors such as Alan Fraser and Martin Bradshaw and the fact that they are developing qualifications and gaining experiences. Two of the boys noted that sport and physical activity is good for health and stress relief. A sedentary lifestyle is dangerous and young people need extracurricular activities “benefit socially, physically and mentally”. The group also noted that many children drop out of sport after primary school due to the transition and change of moving into secondary but emphasised that this group should be more active as they have more time and less academic pressures. The group also noted that girls rates of participation tend to be lower as they are more ‘shy’, ‘intimidated’ and their parents as are not as encouraging as they would be with boys. When girls get older and have ‘more independence’ they tend to prioritise activity less. They also noted that girls get teased about being ‘sporty’. On questioning the group about what LBH might do with secondary schools they suggested more programmes and developing sports leaders. They also suggested working with Year 7 and 8 to build passion for sport. They suggested that LBH help clubs at schools to develop sustainable models. They noted the importance of community partnerships and suggested this may be a way that LBH might help schools. Our final discussion was with Kevin and Alan. They noted the key ingredients for a school wanting to promote physical activity are: Creating a structure to enable activity ( e.g. through timetables); Providing leadership and drive; Working with partners and ‘saying yes’; Resources Feedback